TY  - CHAP
AU  - Memisević Haris
AU  - Đorđević Mirjana
AU  - Glumbić Nenad
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4734
AB  - This chapter deals with the topic of Quality of Life (QOL) in people with autism spectrum disorder (ASD). The chapter begins with a short history of the QOL, followed by attempts to define it and conceptualize it through its various domains and indicators, both general and ASD—specific. Next, the chapter describes different methods used in the literature for the measurement of QOL. Then, the chapter provides a description of main constructs related to QOL including choice/self-determination, self-advocacy, employment, independent living, and support service. Consequently, the chapter concludes with ideas on how to further enhance QOL in people with ASD.
PB  - Springer, Cham
T2  - In J. L. Matson & Sturmey, P.  (Eds.), Handbook of Autism and Pervasive Developmental Disorder
T1  - Quality of life for individuals with autism and pervasive developmental disabilities
SP  - 185
VL  - 208
DO  - https://doi.org/10.1007/978-3-030-88538-0_7
ER  - 

@inbook{
author = "Memisević Haris and Đorđević Mirjana and Glumbić Nenad",
year = "2022",
abstract = "This chapter deals with the topic of Quality of Life (QOL) in people with autism spectrum disorder (ASD). The chapter begins with a short history of the QOL, followed by attempts to define it and conceptualize it through its various domains and indicators, both general and ASD—specific. Next, the chapter describes different methods used in the literature for the measurement of QOL. Then, the chapter provides a description of main constructs related to QOL including choice/self-determination, self-advocacy, employment, independent living, and support service. Consequently, the chapter concludes with ideas on how to further enhance QOL in people with ASD.",
publisher = "Springer, Cham",
journal = "In J. L. Matson & Sturmey, P.  (Eds.), Handbook of Autism and Pervasive Developmental Disorder",
booktitle = "Quality of life for individuals with autism and pervasive developmental disabilities",
pages = "185",
volume = "208",
doi = "https://doi.org/10.1007/978-3-030-88538-0_7"
}

Memisević Haris, Đorđević Mirjana,& Glumbić Nenad. (2022). Quality of life for individuals with autism and pervasive developmental disabilities. in In J. L. Matson & Sturmey, P.  (Eds.), Handbook of Autism and Pervasive Developmental Disorder
Springer, Cham., 208, 185.
https://doi.org/https://doi.org/10.1007/978-3-030-88538-0_7

Memisević Haris, Đorđević Mirjana, Glumbić Nenad. Quality of life for individuals with autism and pervasive developmental disabilities. in In J. L. Matson & Sturmey, P.  (Eds.), Handbook of Autism and Pervasive Developmental Disorder. 2022;208:185.
doi:https://doi.org/10.1007/978-3-030-88538-0_7 .

Memisević Haris, Đorđević Mirjana, Glumbić Nenad, "Quality of life for individuals with autism and pervasive developmental disabilities" in In J. L. Matson & Sturmey, P.  (Eds.), Handbook of Autism and Pervasive Developmental Disorder, 208 (2022):185,
https://doi.org/https://doi.org/10.1007/978-3-030-88538-0_7 . .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Memišević, Haris
AU  - Potić, Srećko
AU  - Djuric, Uros
PY  - 2021
UR  - https://doi.org/10.1177/00315125211060231
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4101
AB  - Children with Autism Spectrum Disorder (ASD) often have deficits in motor skills, especially balance. This article presents a meta-analytic review of 15 intervention studies that aimed to improve balance in children and adolescents with ASD. Across these studies, there were 195 participants with ASD for whom pre-intervention and post-intervention balance scores were available. We measured the standardized mean difference (Hedges’ g) between their pre-intervention and post-intervention balance scores and found a large, positive effect from these balance interventions (standardized mean difference—1.82 (95% CI [1.34, 2.29])). Various balance intervention procedures were shown to be very efficacious for children and adolescents with ASD. Clearly, balance is a motor skill that is very susceptible to intervention efforts. We also provided recommendations to researchers regarding what information to include when conducting intervention studies.
T2  - Perceptual and Motor Skills
T1  - Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis
SP  - 00315125211060231
DO  - 10.1177/00315125211060231
ER  - 

@article{
author = "Đorđević, Mirjana and Memišević, Haris and Potić, Srećko and Djuric, Uros",
year = "2021",
abstract = "Children with Autism Spectrum Disorder (ASD) often have deficits in motor skills, especially balance. This article presents a meta-analytic review of 15 intervention studies that aimed to improve balance in children and adolescents with ASD. Across these studies, there were 195 participants with ASD for whom pre-intervention and post-intervention balance scores were available. We measured the standardized mean difference (Hedges’ g) between their pre-intervention and post-intervention balance scores and found a large, positive effect from these balance interventions (standardized mean difference—1.82 (95% CI [1.34, 2.29])). Various balance intervention procedures were shown to be very efficacious for children and adolescents with ASD. Clearly, balance is a motor skill that is very susceptible to intervention efforts. We also provided recommendations to researchers regarding what information to include when conducting intervention studies.",
journal = "Perceptual and Motor Skills",
title = "Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis",
pages = "00315125211060231",
doi = "10.1177/00315125211060231"
}

Đorđević, M., Memišević, H., Potić, S.,& Djuric, U.. (2021). Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis. in Perceptual and Motor Skills, 00315125211060231.
https://doi.org/10.1177/00315125211060231

Đorđević M, Memišević H, Potić S, Djuric U. Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis. in Perceptual and Motor Skills. 2021;:00315125211060231.
doi:10.1177/00315125211060231 .

Đorđević, Mirjana, Memišević, Haris, Potić, Srećko, Djuric, Uros, "Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis" in Perceptual and Motor Skills (2021):00315125211060231,
https://doi.org/10.1177/00315125211060231 . .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Memišević, Haris
AU  - Potić, Srećko
AU  - Đurić, Uroš
PY  - 2021
UR  - https://doi.org/10.1177/00315125211060231
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4100
AB  - Children with Autism Spectrum Disorder (ASD) often have deficits in motor skills, especially balance. This article presents a meta-analytic review of 15 intervention studies that aimed to improve balance in children and adolescents with ASD. Across these studies, there were 195 participants with ASD for whom pre-intervention and post-intervention balance scores were available. We measured the standardized mean difference (Hedges’ g) between their pre-intervention and post-intervention balance scores and found a large, positive effect from these balance interventions (standardized mean difference—1.82 (95% CI [1.34, 2.29])). Various balance intervention procedures were shown to be very efficacious for children and adolescents with ASD. Clearly, balance is a motor skill that is very susceptible to intervention efforts. We also provided recommendations to researchers regarding what information to include when conducting intervention studies.
T2  - Perceptual and Motor Skills
T1  - Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis
SP  - 00315125211060231
DO  - 10.1177/00315125211060231
ER  - 

@article{
author = "Đorđević, Mirjana and Memišević, Haris and Potić, Srećko and Đurić, Uroš",
year = "2021",
abstract = "Children with Autism Spectrum Disorder (ASD) often have deficits in motor skills, especially balance. This article presents a meta-analytic review of 15 intervention studies that aimed to improve balance in children and adolescents with ASD. Across these studies, there were 195 participants with ASD for whom pre-intervention and post-intervention balance scores were available. We measured the standardized mean difference (Hedges’ g) between their pre-intervention and post-intervention balance scores and found a large, positive effect from these balance interventions (standardized mean difference—1.82 (95% CI [1.34, 2.29])). Various balance intervention procedures were shown to be very efficacious for children and adolescents with ASD. Clearly, balance is a motor skill that is very susceptible to intervention efforts. We also provided recommendations to researchers regarding what information to include when conducting intervention studies.",
journal = "Perceptual and Motor Skills",
title = "Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis",
pages = "00315125211060231",
doi = "10.1177/00315125211060231"
}

Đorđević, M., Memišević, H., Potić, S.,& Đurić, U.. (2021). Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis. in Perceptual and Motor Skills, 00315125211060231.
https://doi.org/10.1177/00315125211060231

Đorđević M, Memišević H, Potić S, Đurić U. Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis. in Perceptual and Motor Skills. 2021;:00315125211060231.
doi:10.1177/00315125211060231 .

Đorđević, Mirjana, Memišević, Haris, Potić, Srećko, Đurić, Uroš, "Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis" in Perceptual and Motor Skills (2021):00315125211060231,
https://doi.org/10.1177/00315125211060231 . .

TY  - JOUR
AU  - Memisevic, Haris
AU  - Dizdarevic, Alma
AU  - Mujezinovic, Amila
AU  - Djordjevic, Mirjana
PY  - 2021
UR  - https://doi.org/10.1080/13603116.2021.1991489
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3786
AB  - Teachers’ attitudes towards the education of children with autism spectrum disorder (ASD) play a significant part in successfulness of the inclusive education. The goal of the present study was to examine the attitudes of teachers from Bosnia and Herzegovina (BIH) towards the inclusion of students with ASD in general education classes. The sample for this study comprised 105 elementary school teachers (75 females, 30 males) from different parts of BIH. We examined the attitudes in relation to teachers’ age, gender, education level, experience in work with children with ASD, self-efficacy, and additional training on ASD. The findings of this study indicate mainly positive attitudes of teachers towards the inclusion of students with ASD. However, at the same time, results reveal a sense of non-competence of teachers in providing educational and behavioural support to students with ASD. Teachers who had ASD training and who felt competent to work with children with ASD had significantly more favourable attitudes than teachers without such training and without a sense of teaching competence. Gender, age, and education level had no significant effect on the teachers’ attitudes. Results of this study clearly indicate the need for additional teacher training regarding the education of children with ASD.
T2  - International Journal of Inclusive Education
T1  - Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina
EP  - 17
SP  - 1
DO  - 10.1080/13603116.2021.1991489
ER  - 

@article{
author = "Memisevic, Haris and Dizdarevic, Alma and Mujezinovic, Amila and Djordjevic, Mirjana",
year = "2021",
abstract = "Teachers’ attitudes towards the education of children with autism spectrum disorder (ASD) play a significant part in successfulness of the inclusive education. The goal of the present study was to examine the attitudes of teachers from Bosnia and Herzegovina (BIH) towards the inclusion of students with ASD in general education classes. The sample for this study comprised 105 elementary school teachers (75 females, 30 males) from different parts of BIH. We examined the attitudes in relation to teachers’ age, gender, education level, experience in work with children with ASD, self-efficacy, and additional training on ASD. The findings of this study indicate mainly positive attitudes of teachers towards the inclusion of students with ASD. However, at the same time, results reveal a sense of non-competence of teachers in providing educational and behavioural support to students with ASD. Teachers who had ASD training and who felt competent to work with children with ASD had significantly more favourable attitudes than teachers without such training and without a sense of teaching competence. Gender, age, and education level had no significant effect on the teachers’ attitudes. Results of this study clearly indicate the need for additional teacher training regarding the education of children with ASD.",
journal = "International Journal of Inclusive Education",
title = "Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina",
pages = "17-1",
doi = "10.1080/13603116.2021.1991489"
}

Memisevic, H., Dizdarevic, A., Mujezinovic, A.,& Djordjevic, M.. (2021). Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina. in International Journal of Inclusive Education, 1-17.
https://doi.org/10.1080/13603116.2021.1991489

Memisevic H, Dizdarevic A, Mujezinovic A, Djordjevic M. Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina. in International Journal of Inclusive Education. 2021;:1-17.
doi:10.1080/13603116.2021.1991489 .

Memisevic, Haris, Dizdarevic, Alma, Mujezinovic, Amila, Djordjevic, Mirjana, "Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina" in International Journal of Inclusive Education (2021):1-17,
https://doi.org/10.1080/13603116.2021.1991489 . .

TY  - JOUR
AU  - Memisevic, Haris
AU  - Dizdarevic, Alma
AU  - Mujezinovic, Amila
AU  - Djordjevic, Mirjana
PY  - 2021
UR  - https://doi.org/10.1080/13603116.2021.1991489
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3743
AB  - Teachers’ attitudes towards the education of children with autism spectrum disorder (ASD) play a significant part in successfulness of the inclusive education. The goal of the present study was to examine the attitudes of teachers from Bosnia and Herzegovina (BIH) towards the inclusion of students with ASD in general education classes. The sample for this study comprised 105 elementary school teachers (75 females, 30 males) from different parts of BIH. We examined the attitudes in relation to teachers’ age, gender, education level, experience in work with children with ASD, self-efficacy, and additional training on ASD. The findings of this study indicate mainly positive attitudes of teachers towards the inclusion of students with ASD. However, at the same time, results reveal a sense of non-competence of teachers in providing educational and behavioural support to students with ASD. Teachers who had ASD training and who felt competent to work with children with ASD had significantly more favourable attitudes than teachers without such training and without a sense of teaching competence. Gender, age, and education level had no significant effect on the teachers’ attitudes. Results of this study clearly indicate the need for additional teacher training regarding the education of children with ASD.
PB  - Routledge [Commercial Publisher]
T2  - International Journal of Inclusive Education
T1  - Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina
EP  - 17
IS  - 0
SP  - 1
VL  - 0
DO  - 10.1080/13603116.2021.1991489
ER  - 

@article{
author = "Memisevic, Haris and Dizdarevic, Alma and Mujezinovic, Amila and Djordjevic, Mirjana",
year = "2021",
abstract = "Teachers’ attitudes towards the education of children with autism spectrum disorder (ASD) play a significant part in successfulness of the inclusive education. The goal of the present study was to examine the attitudes of teachers from Bosnia and Herzegovina (BIH) towards the inclusion of students with ASD in general education classes. The sample for this study comprised 105 elementary school teachers (75 females, 30 males) from different parts of BIH. We examined the attitudes in relation to teachers’ age, gender, education level, experience in work with children with ASD, self-efficacy, and additional training on ASD. The findings of this study indicate mainly positive attitudes of teachers towards the inclusion of students with ASD. However, at the same time, results reveal a sense of non-competence of teachers in providing educational and behavioural support to students with ASD. Teachers who had ASD training and who felt competent to work with children with ASD had significantly more favourable attitudes than teachers without such training and without a sense of teaching competence. Gender, age, and education level had no significant effect on the teachers’ attitudes. Results of this study clearly indicate the need for additional teacher training regarding the education of children with ASD.",
publisher = "Routledge [Commercial Publisher]",
journal = "International Journal of Inclusive Education",
title = "Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina",
pages = "17-1",
number = "0",
volume = "0",
doi = "10.1080/13603116.2021.1991489"
}

Memisevic, H., Dizdarevic, A., Mujezinovic, A.,& Djordjevic, M.. (2021). Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina. in International Journal of Inclusive Education
Routledge [Commercial Publisher]., 0(0), 1-17.
https://doi.org/10.1080/13603116.2021.1991489

Memisevic H, Dizdarevic A, Mujezinovic A, Djordjevic M. Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina. in International Journal of Inclusive Education. 2021;0(0):1-17.
doi:10.1080/13603116.2021.1991489 .

Memisevic, Haris, Dizdarevic, Alma, Mujezinovic, Amila, Djordjevic, Mirjana, "Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina" in International Journal of Inclusive Education, 0, no. 0 (2021):1-17,
https://doi.org/10.1080/13603116.2021.1991489 . .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Memisevic, Haris
AU  - Brojčin, Branislav
AU  - Krstov, Ana
PY  - 2021
UR  - https://doi.org/10.1080/20473869.2021.1896962
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3745
AB  - Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child’s emotional reactivity. Implications for future research and practice are discussed.
PB  - Taylor & Francis Ltd, Abingdon
T2  - International Journal of Developmental Disabilities
T1  - Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism
EP  - 12
SP  - 1
VL  - 
DO  - 10.1080/20473869.2021.1896962
ER  - 

@article{
author = "Đorđević, Mirjana and Glumbić, Nenad and Memisevic, Haris and Brojčin, Branislav and Krstov, Ana",
year = "2021",
abstract = "Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child’s emotional reactivity. Implications for future research and practice are discussed.",
publisher = "Taylor & Francis Ltd, Abingdon",
journal = "International Journal of Developmental Disabilities",
title = "Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism",
pages = "12-1",
volume = "",
doi = "10.1080/20473869.2021.1896962"
}

Đorđević, M., Glumbić, N., Memisevic, H., Brojčin, B.,& Krstov, A.. (2021). Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism. in International Journal of Developmental Disabilities
Taylor & Francis Ltd, Abingdon., , 1-12.
https://doi.org/10.1080/20473869.2021.1896962

Đorđević M, Glumbić N, Memisevic H, Brojčin B, Krstov A. Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism. in International Journal of Developmental Disabilities. 2021;:1-12.
doi:10.1080/20473869.2021.1896962 .

Đorđević, Mirjana, Glumbić, Nenad, Memisevic, Haris, Brojčin, Branislav, Krstov, Ana, "Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism" in International Journal of Developmental Disabilities,  (2021):1-12,
https://doi.org/10.1080/20473869.2021.1896962 . .

TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Memisevic, Haris
AU  - Brojčin, Branislav
AU  - Krstov, Ana
PY  - 2021
UR  - https://doi.org/10.1080/20473869.2021.1896962
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3790
AB  - Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child’s emotional reactivity. Implications for future research and practice are discussed.
PB  - Taylor & Francis Ltd, Abingdon
T2  - International Journal of Developmental Disabilities
T1  - Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism
EP  - 12
SP  - 1
DO  - 10.1080/20473869.2021.1896962
ER  - 

@article{
author = "Đorđević, Mirjana and Glumbić, Nenad and Memisevic, Haris and Brojčin, Branislav and Krstov, Ana",
year = "2021",
abstract = "Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child’s emotional reactivity. Implications for future research and practice are discussed.",
publisher = "Taylor & Francis Ltd, Abingdon",
journal = "International Journal of Developmental Disabilities",
title = "Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism",
pages = "12-1",
doi = "10.1080/20473869.2021.1896962"
}

Đorđević, M., Glumbić, N., Memisevic, H., Brojčin, B.,& Krstov, A.. (2021). Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism. in International Journal of Developmental Disabilities
Taylor & Francis Ltd, Abingdon., 1-12.
https://doi.org/10.1080/20473869.2021.1896962

Đorđević M, Glumbić N, Memisevic H, Brojčin B, Krstov A. Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism. in International Journal of Developmental Disabilities. 2021;:1-12.
doi:10.1080/20473869.2021.1896962 .

Đorđević, Mirjana, Glumbić, Nenad, Memisevic, Haris, Brojčin, Branislav, Krstov, Ana, "Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism" in International Journal of Developmental Disabilities (2021):1-12,
https://doi.org/10.1080/20473869.2021.1896962 . .